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Layout of a sequence:suggested lesson plans

The Coursebook Authors © July 2016

67

L ev e l : Ms 1S e qu e n ce :02 Lesson:01L essonFocu s:Language learning

Learning Objective:Bytheendofthe lesson,mylearners willbeableto namesomejobs usingthe articles (a,an and the), personal pronouns he/ she and possessiveadjectives his / her.

Target Competencies:interact – in t e r p re t – produce.(thecompetencies are presentedinan integrated wayand the teacher will decideon which competencyhe will focus on)Domains:Oral – Written - B o th TargetStructures:personal pronouns, possessive adjectives.( He....his / She.....her)and the articles

(a,anandthe)Materials:Sheets of paper/ familytree/ picturesofjobs

Cross-curricular Competencies:1. Intellectualcompetency:

- The learnercaninterpretverbalmessages to getinformation.- Hecan showcreativitywhen producinghisown examplesin postlistening.

2. Methodologicalcompetency:- The learnercan workin pairs.- Hecanusestrategies forlisteningandinterpretingoraldiscourse.

Core values :1-Valuingandrespectingrelatives.2-Beingproud ofbelongingto a family.3-Valuingjobs.

68

Time Framework Procedure Focus Objectives Materials/AidsVAKT*M .I ***

10’

10’ P re - li s t e n i n g

Warmup:The teacher distributes sheets of papercontainingletters, and asks thelearners to work in pairs andform words usingthose letters. The winner will bethepair who finds thelongest word that contains all the letters.

M L F I Y A

Expected words:

I/ My/ am/ family/ Mali /

The teacher draws on theboard thegraphic organiser andelicits from thelearners the words theymight alreadyknow :

relatives

age family jobs

The teacherexplainsandintroduces the new

L/L

**

L/L

L/T

Brainstorming, revisingand recallingthe previouswords.

Presentingthe newlexisabout family,relatives andjobs.

Identifyingthe useofpersonal pronounsand possessive adjectiveswith maleand

Sheets ofpaper.

Graphic organiser

Ontheboardor writtenonthe copybooks

V+T

V

69 20’

Li s t e n i n g

lexis and keywords needed in thelisteningphase with thepersonal pronouns “he”, “she” andthe possessiveadjectives “his” and“her”.

Mentioningthe use ofarticles: “a”,“an”and“the”.

Task 4. page50.

The f i r stlist e nin g ( li s t e n i ng f o rapu r po s e) :

dialoguepage48

The teacherasks the learners to listen to the dialogueand answerthe questions:

Who is speaking?What aretheyspeaking about? Is Omarpolite with Peter?

Thes ec ond li s t e n i n g : The teacherreads thedialogueagainand asks

his /herlearners to listen and fillin the

L/T

T/L

L/L

T/L

L/L

female.

Interpretingan oralconversationfor general information.

Elicitingthen givingtherule ofarticles.

Checkinghow welltheycan usethearticles appropriately

Usingstrategies forlisteningandinterpreting anoral discourse.

Books

Oral dialogue.

A

A

A

relative name job petsister ............ ............ .......

70

15’

Post- listening

table.

Teacher asks the learnersto think ofthe other relatives, work in pairs, gather information in atable, ask and answer about theirnames and jobs.

L/L Identifyingrelatives, names,jobs, pets.

Checkingand showing degreesofautonomyinthe useofpersonal pronouns“he” “she”andtheir possessive adjectives.

Role play

The teacher’scomments:

Whatworked

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Whathindered

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Action points

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*VA K T : Visual, auditory,kinaesthetic,tactile.**L/L: learner Learner T/L: teacher learner***M.I:Multipleintelligences

71

L ev e l : Ms 1S e qu e n ce :02 Lesson: 02L essonFocu s:Language learning/ use

LearningObjective:Bytheend of the lesson, mylearnerswillbeable to ask and answer aboutage usingnumbers from13 to 100 and rankpeople accordingto theirage.

Target Competencies:i n tera ct – interpret – produce.(thecompetencies arepresented in an integrated wayand the teacher will decideon which competencyhe will focus on)Domain:O ra l – written -BothTargetStructures:cardinal and ordinal numbersMaterials:Songs / paperstripsCross-curricular Competencies:

1- Intellectualcompetency:- Thelearnercanunderstandand interpretverbaland non verbal

messages.2-Methodologicalcompetency:

- Hecanworkinpairs.- Hecanusestrategies forlisteningand takingturnto answer.

3-Communicative competency:-The learnercanusenumbersin English tocommunicate.

4-Personalandsocialcompetency-The learnercan bekeenon promotingco-learning.

Core values :1- Respect2- Beinghonest3- Greeting

72

Time Framework Procedure Focus Objectives Materials/AidsVAKT* M .I ***

10’

10’ P re s e nt a ti o n :

Warmup:The teacherinvites onelearnertorevisethe English alphabet with him/herbytakingturn and saying theletters onebyone.

Teacher: A Pupil:B T:C L:D T:E L:F.....

The teacherasks the learners to playthegamein pairs and thewinneris thepair whofinishes first withoutmistakes.

L1: AL2:B L1: C L2: D L1: E L2:F.........

The teachermayrevisethenumbers from 1 to13 usingthesamegame.

T:1 L:2 T:3 L:4 T:5 L:6 .........T: 12 L:13.

L1:1 L2: 2 L1:3 L2:4 ......

The teacherpresents asongabout numbers

T/L

**

L/L

L/L

L/T

Brainstorming, revisingthe Englishalphabet letters.

Revisingthe numbers acquiredbefore to pavetheway to the presentationof the secondpart ofthenumbers withtheordinal numbers.

Presentingthe numbers

Song about numbers

https://www.youtube.com/watch?v=e0dJWfQHF8Y

A

A

73

20’ P r a c t ice

and asks thelearners torepeat it. (just theneeded numbers)

Then, theteacherwrites thenumbers in order on theboard and presentstheordinal numbers.Teacheruses thesituation on thebook (Omar greetinghis grandmother).

Taskone:Through Role Play, the teacher asks the learners to ask and answerabout one’s age.

T ea c h er : I am twenty-two and twenty-four. What is myage?L ea r n er 1: Youare forty-six.T ea c h er : That’s right.T ea c h er : Myfatheris ........... and ........ . How old is he?L ea r n er 2 : Heis ...... L ea r n er : ...... L ea r n er : ........

T/L

L/L

L/L

througha song

Usingtheordinalnumbers ina context(the family) Demonstrating the valueof respectingthe parents.

Interacting orallyusing numbers.

Usingstrategies forlisteningand interpretingoral discourse

BookP52

Oral dialogue.

V.A

V

A

A

74

Tasktwo: Informationgap activity.The teacher provides each pair withtwo sheets ofpaperA andB.(thepartners shouldn’t see each others’sheets) L1 asks his partnerifhe can spell the first numberthen, he fills in thegaps. Example:

A. B.1. Iaskmypartner to spellthe 1. Iaskmypartner to spellthemissingnumbers. missingnumbers.2.Ispellthenumbers to my 2.Ispellthenumbers to my partner to fill in the gaps. partner to fill in the gaps.

15 ....................... 15 fifteen.42 forty-two. 42 .......................18 ......................... 18 eighteen.80 eighty. 80 .......................13 ......................... 13 thirteen33 thirty-three 33 .......................50 ......................... 50 fifty

Taskthree:T askshis learners to look at Omar’s brothersand sisters’birthdays andasks the learners to rank them accordingto theirages.Yacine is 18years old.

L/L

Promotingco-learningin writingnumbers infulland revisingthe alphabetletters.

Checking whetherlearners canusethe ordinalnumbers.

(A)and(B) handoutsforeach pair

Book

T V

V

A

Name YearofbirthYacine 1998Houda 2004Omar 2002Khaled 2000Leila 2006

75

15’ U se

Yacine is 18years old, heis the first child inthe family.Khaled is 16years old, heis thesecond child in the family.Omaris14years old, heis thethethird child in the family.Houdais 12years old, sheis the fourth child in the family.Leilais 10years old, shethe fifth (last) child in the family.

T: Nowit isyourturn tointroduceyour familymembers and theirage.

A-Work withyourpartner,ask and answer:

Startlike this:A:Ihaveagrandfather.Ilovehim very much.

Heis sixtyand thirteen, what is his age?B:Heis seventy-three.

L/L

Tohelpthe learnersinteract orallyto play roles. Introducingthe familymembers’agein a challenging way.

Role play

A

76

A:Mymotheris ......

B- Writeashort description to rankyour brothers and sistersaccordingto theirage.

Reinvestingwhat hasbeen learned:ordinal numbersto introducesisters andbrothers.

Shortwritten description


Whatworked

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Whathindered

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Action points

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77

L ev e l : Ms 1S e qu e n ce :02 Lesson:03L essonFocu s:Language learningandUse

LearningObjective:Bytheend ofthelesson,mylearnerwillbe ableto introducehis/herfamilymembers names and jobs orally, usingthethree forms of”to be” and W.H. Qs.Target Competencies:i n tera ct – interpret – p r o du ce. (the competenciesare presentedinanintegratedwayandthe teacher will decideon which competencyhe will focus on)Domains:O ra l – Written -BothTargetStructures:Personal pronoun:”I, he,andshe”, possessive adjectives: “My, hisand her”

W.H Qs : What /who / thethree forms ofto be.

Materials: FamilyTree Poster/ Flash cards (jobs)/ flashcardsrepresenting(He/ she/madam/sir/girl/ boy/man/woman ....

Cross-curricular Competencies:1-Intellectualcompetency:

- The learnercanthinkanduse thelanguage toguess.2.Methodological competency:

- Hecan workinpairs.- Hecanassesspeer’swork.

3. Communicative competency:-Hecanusedramaandroleplaytocommunicateappropriately

4. Personalandsocialcompetencies:- Hesocialisesthrough oral interaction.- Hedevelopsattitudesoffriendship.

Core values :1- Respectof relatives2- Valuinganddevelopingfriendship with

neighbours, friends…

Male (He) Female(She)

78

Time Framework Procedure Focus Objectives Materials/Aids VAKT* M .I ***

10’ Warmup:The teacher distributes aset of flash cardsfor each pairoflearners.

He Mr. Madam Miss

Sir Father She Mrs

Woman Girl Man Boy

Brother Mother Sister

Omar Margaret

The teacherasks the learners to work in pairs and classifythecards in the right column

L/L

L/L

Tomotivatethe learnersand

learning.

Tohelpthe learners identifythe titlesand classifythem appropriately (whento use” he”or“she”)

Aset offlashcards foreachpair of

T+V

79

10’ P re s e nt a ti o n

The teacherpresents bubbles with gaps to fillin ( elicitingfrom thelearners)

Peter:Hi, Omar, …… isthis on thephoto?

Oh,Yes. ……is …… father.Omar: ….. nameis Ahmed.

Peter: Is …..apainter?

Omar: No,…isn’t.

Peter:….. is ….. job?

Omar: ,…is a carpenter.

T/L

L/T

T/L

T/L

T/L

L/T

Elicitingfrom thelearnersto completethe dialogueusing therightW.H questions, personal pronounsand possessive adjectives.

The bubbles written on theboard.OrPowerPointslides.

Assessmentgrid

A+V

V

20’P r a c t i c e

The teacheracts out thedialoguewith thelearners.The learners actout with their partners.

The teacherasks the learners to substitute the fatherwith :amother/ teacher/ Meriem asister/ Akram /learner

The teachermoves tofree practice: Task 2. Page57.Iguess who is who.A learnerwrites thenames ofhis family members inthe circles.Heswaps his sheet withhis partner’s and guesses who is who.Example:A:Is Kamelyourfather? B: No, heisn’t.A:Is heyourbrother? B: Yes, heis.B:Is Sarayoursister? A: Yes, sheis.The learners taketurn to ask and answertill theyfindwho all themembers are.

T/LL/L

L/L

Checking pronunciation

whenactingout thedialogue.

Toinvolvethe learnersin usingthethree formsof“to be”to guessandidentifythe family members,namesandjobs.

The book

Informationgap activity(page 57). V+T

M

I

80

andintonation

81

20’ Use

The teachermayallowhis learners tocarryon guessingabout theirjobs usingthe interrogative form.

You areat home withyour new classmate. You show him/herthephotos ofyour familymembers onyourtablet.Show thephotos and introducethem(names and jobs)

Thelearners willbeableto reinvestwhat hasbeen learnedto introducethe family membersina meaningful situation.

A


Whatworked

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Whathindered

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Actionpoints

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82

L ev e l : Ms 1S e qu e n ce :02 Lesson:04L essonFocu s:Languageusing

LearningObjective:Bytheend ofthelesson,mylearners will beabletowrite andread correctlyashort description about the familymembers usingwords that contain thesounds: /ð/, /ө/, /e/and /I:/

Target Competencies:interact – interpret – p r o d u ce .(the competenciesare presented in an integrated wayand the teacher will decideon which competencyhe will focus on)Domain: Oral – written - B o th TargetStructures:thesounds /ð/, /ө/, /e/ and /I:/ Materials:Paperstrips(words contain thesounds)


-Thelearnercanshow creativitywhenproducingpiecesoforalandwrittenmessages.-Hecan identifysoundswhen interactingorally

2. Methodological competency:- The learnercanworkin smallgroups.- Hecanusestrategies forlisteningandtakingturntoanswer.- Hecan assesshimself- Hecan assesshispeers

3. Communicativecompetency:-Hecan pronouncewordscorrectlyto communicateappropriately.

4. personalandsocialcompetencies:- He isawareofhis roleand others'rolein workinghard atschool,and beingsociable.

Corevalues:1. Being

responsible2. Beingpositive3. Valuingeach

memberwithinthefamily

mother Thursday father

third fiftth thank

this brother fourth83


10’

10’ P re s e nt a ti o n : 1

Warmup:The teachersplits the class into groups of four. Eachgroup is providedwith aset of words written on sheets of paper.(Thesame wordsfor eachgroup)

The learners spreadthe papers onthe table face up.Theyhavetolistentothe teacher, when hepronounces aword; eachlearnertries to pick up that word firstuntil the teacher finishes all the words. Thegroup with the largest numberofwordsis the winner.

T. asks the learners within thegroup to read all the words and identifythedifference.

Whentheyidentifythe difference,theteacher

T/L

**

L/L

T/L

Activating schematato workinsmall groups,through a competition.

Toengageand helpthelearners to getlistening strategies focusingon sounds.

Checkingand correcting pronunciation.

Aset ofsheets of paperforeach group.

Readingthe listat random.

T

A

85

P r a c t i se

G 1Keep………………….,R………………………………………………………………………......………………………………………

G 2Keepneatatyour ………,Readand……….and………cool.……the pen andthinkof the ……….Youare the ………,you……..thebest.

L/L

L/L

Tohelpthe learnersidentify the sounds.

Checkinghow wellthelearners areableto distinguish betweenthetwo

BookP53

.

A

T

V

G 3Keep(neat- net–fit)atyour school,(Read–ride –run)andspeak andstay(cool-full–school).Get (a–the-an)penandthinkofthe (test-best–next).Youare thebest,youare thebest.

The teacherreadsthe poem aloud and asks eachlearnerto do thetask on his/hersheet of paper.

When theyfinish, theyhaveto deal with peer correction, thengroup correction.

86

15’ The teacherasks the learners toreadthe poemand classifythe wordswith the sounds:

/e/ :get – pen-best/I:/ : keep – read – speak-Remark: (theteacherhasto mention themoral behind this short poem)Core values.

T asko n e : The teacherwrites on theboard this bubbleandasks the learners to read it and sort out the words with thesounds : /θ/ and/ð/

Hi,I amhappywithmyfamily.I greet mygrandmotherandgrandfather.

I respectmymumanddad,I love youboth.

Hibrother, I amyoursister;I need yourhelpandcare.I havea brotheranda sister,soweare three.

L/L

sounds.

Tomakethe learnersfeel free to playandlearn.

*Reinvestwhat hasbeen learned:ordinal numbers,to introducetheir sistersand brothers.*to checkand correctthe

The board.The bubble written onthe board.

The bookP 54(topresentthe task ina ludic way.The teachermay provide Ls with words writtenon balls and asks each learnertoidentify the soundofhis wordandputitin

V.

V. A

K.

87

15’ U se

T a s k t w o : Ithrow theballs in the right hoop page54

pronunciation the rightcorner.

Shortthankyou notes

/e/ /I:/RedPet Vet Ten

GreenGreet fifteen

Writeathank-you noteto the familymembers to speak aboutyour rolein lovingthe family and keepingyourroom tidyandclean.

/θ/ /ð/WithGrandmotherGrandfather brother

BothThree

Finally,thelearners have toreadtheirproduction.

88


Whatworked

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Whathindered

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Action points

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89

L ev e l : Ms 1S e qu e n ce :02 Lesson:05L esson Foc u s:Languagereinforcement

LearningObjective:Bytheend ofthelesson,mylearners willbeableto introducethemselves, their family members, jobs and likesusingthethree forms ofthesimplepresent tensewith appropriatearticlesand possessive adjectives inanemail.

Target Competencies:i n teract*– interpret – pro du ce (the competencies are presentedinanintegratedwayandtheteacher will decideon which competencyhe will focus on)Domain:Oral – written -B o th TargetStructures:Simplepresent tensewith thethree forms, personal pronouns, possessive adjectives.( He....his / She.....her) and the articles a/an.

(a,anandthe)Materials:Sheets of paper/ familytree/email framework.

90


- The learnercanunderstandand interpretnon-verbalmessages.- Hecan showcreativitywhen producingoraland written messages.

2. Methodologicalcompetency:- Hecan workin group.- He mobiliseshisresourcesefficientlytoproduceapieceofwriting.- Hecanassesshiswork.- He can assesshispeers’work.

3. Communicativecompetency:- Hecanuseinformationandcommunicationtechnologysuchasemails to

communicateappropriatelywithlearnersofothercultures4. Personaland socialcompetencies:

-Hesocialisesthroughoraland written exchanges.

Corevalues:1-Beingresponsible.2-Beinghappyand proud of

belongingtoa family.3-Valuingjobs.4- Valuingleisuretimeactivities.

(Readingbooks).5- Openness totheworld (sharing

informationandrespectingpeople ofothercultures.)

Time Framework Procedure Focus Objectives Materials/Aids VAKT* M .I **

15’ Warmup:The teacher puts sevenboxes on each rowofthe class, and distributes sheets of paper(asheet foreachlearner.)The sheets containall the structures the teacherintroduced in thesequence.

T/L Motivatingthe learnersto identifythe words.

Sheets ofpaperand boxes V+

T+K

he she is areI my am hisher have has aan the you yourwho where what likelive love enjoy play

91

20’ P re s e nt a ti o n

Eachlearnerhas to readhis word and put it in the right box.(The winner row is thefirst to put all the words in the right boxes) Personal possessive tohave to be Pronouns adjectives

Verbs articles wh. Qs

The teacherinvites onelearner fromeach row to check the words in theboxes and to find thescore.

The teachercreates asituation to present the simple presenttense.

Look, this is Omar; hespeaks about his

L/L

L/L Ls willbeable tomoveandput their wordsin therightboxes.

Elicitingfrom thelearnersto

.

PowerPointslides to

V.

V+ T+K

92

likes,dislikesandhisbrother’s likesanddislikes.

Omar: Hello,I amOmar.I amAlgerian.I ………reading books.I….not…….Karate. Mybrother,Akram………playingfootball,he……not….. watchingTV.….. you….. readingbooks?

The teacherelicits from the learners the missingwords in thebubbleto introduce the ruleofthepresent simple (PowerPoint slides)

Omar:Hello,I amOmar.I amAlgerian.Ili k e reading books.Idonotl i k e boxing.Mybrother, Akramlikesplaying football,hed o es notl i ke watching TV.Doyouli k e readingbooks?

L/T

T/L

T/L

L/T

fillinthe gapswiththeright form

Highlightingthe ruleofthe presentsimple tensewith:I, you,heand she.

presentthe threeforms ofthe present simplewiththe pronouns I,you, he andshe

The activitywritten onthe boardoronthePowerPointslide.

V.

V+

A

93

20’ P r a c t i c e Aftergivingexamples andcheckingthelearners’acquisition ofthepresent simple withthe three forms,theteachermoves to “practice”. Ok let’s helpAkram choosethe rightform ofthe verbs.Akram:

Yes,youareright,Omar.I (like-likes)playingfootball,I ( notlike) watchingTV.I (love–loves)readingbooks, too. Myfather(likes–like) watchingTV.

Task1 page56

Now, let’s help Omarto choosethe correct word between brackets to write an email to Margaret.HiMargaret,

Howareyou? I amhappyto introducemyfamily.Myfatherisa carpenter.H e is47 years old.H is nameisAhmed.My motherisateacher. Sheis42.H er nameisMeriem.Ih av e onebrother.H is nameisAkram.Heisa pupilatKerouaniSchool.Akraml i k e s playing football.Howaboutyou?

L/L

L/L

Assessinghow wellthelearners usethepresent simpletensewiththe pronounsI and he.

Tocheckif learnerscan distinguish between personal pronounsand possessive

The activityonthe book

The learner’copybooks

V.

V.

94

15’ Use Margaret knows verywell Omar. Now, shewantsyou to introduceyourself,your familyandyourlikes. (Follow the example of Omar’semail).

adjectives.

Learners willbe ableto use personal pronouns, possessive adjectives correctly.

V.


Whatworked

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Whathindered

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Action points

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95

L ev e l : Ms 1S e qu e n ce :02 Lesson:06L essonFocu s:LanguageUse

LearningObjective:Bytheend ofthelesson,mylearners will beableto respond to Adaku’semail, introduce themselves and talk about languages, likes, food and pets .

Target Competencies: interact – in t e r p ret * – pro d u c e (the competenciesare presentedinanintegratedwayandthe teacher will decideon which competencyhe will focus on)Domain:Oral – w r i tte n – BothTargetStructures:Simplepresent tense“to be”to introducehimself/herself.

Simplepresent tensewith verbs to introducelikes.Simple presenttensetohaveto indicatethepossession ofobjects orrelationships.

Materials:Word SplashGame/ email template.Cross-curricular Competencies:

1. Intellectualcompetency:- The learnercan understandand interpretnon-verbalmessages.

- Hedemonstratesdegreeofautonomyinsomeareasoflearning.2. Methodologicalcompetency:

-Hemobiliseshisresourcesefficientlytoproduceapieceofwriting.-Hecanassesshiswork.-He canassesshispeers’work.

3. Communicative competency:-Hecan useinformationandcommunication technologysuchasemails to

communicateappropriatelywithlearnersofothercultures

4. Personalandsocialcompetencies:-Learnersocialisesthroughwrittenexchanges.

Corevalues:1-Beingresponsibleforhisown learning.2-Being proud ofbelongingto nation.3 -Valuingleisuretimeactivities.(Reading books).4 -Openness totheworld (sharinginformation and respectingpeopleofothercultures).

96


10’

10’Pre-reading

Warmup:Word SplashGame

Pet٭ Country٭Food٭

Likes٭ from٭Named٭

To introducethekeywords, theteacherdraws on theboard the circle above with words and makes theLsrepeat them.

Eachtimethe teacher erases a wordfrom the circle andasks theLs to repeat them, until thelearners can repeat all the words which areerased.

….٭ Country٭ ….٭ .……C٭…….٭ ..……٭

Likes٭ from٭ ……٭ ……٭………٭ .………٭

T/L

L/L

L/L

Motivatingthelearnersand activating schemata.

Ls willbeableto pronouncethe wordscorrectly andmemorise them.

Tocheckthe Ls’understanding.

Ls willbeableto usethewordsin meaningful sentences.

The board

.

The L’s copybooks.

V.

A

V.

97

20’ During reading

The teacherasks the learners to usethewords from the circleinmeaningful sentences.Example:-Ilovemycountry.-Iam fromAlgeria.-Ihaveacat pet, namedMimi.-Readingbooks is oneofmylikes.

Firstreading:The teacherasks the learners to read the

support and saywhat it is:

a-Letter b-email c-blog d-messageWho is thesender?

Secondreading:The teacherasks the learners toreadAdaku’s email and puta tick in the right box.

1-Adakuisthereceiverofthise-mail. F2-Adaku iseleven. F3-Adaku speaksEnglish. T5-Adaku likeswearingjeans. T6-Adaku hasapetcat. F

L/T

T/L

L/L

Ls willskimthe supportfor general information,then scanitfordetails aboutAdaku.

The book.

V. V

V+A

98

20’

Postreading

Adaku wants to know more aboutyou:- Yourname/ age/ country/ languages/

likes, favourite foodandpet.

L/L

Thelearnerwill beableto use appropriate simpleEnglishto introducehimself inanemail.

Emailtemplate

.


Whatworked

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Whathindered

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Actionpoints

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99

L ev e l : Ms 1S e qu e n ce :02 Lesson:07L e sson Fo c u s :LanguageUse

LearningObjective:Bytheend ofthelesson,mylearners willbeableto draw theirfamilytreesin orderto introducetheirfamilies members and jobs in an email ( attached document).

Target Competencies: i n t eract – in t e r p ret * – pro d u c e (the competenciesare presentedinanintegratedwayandthe teacher will decideon which competencyhe will focus on)Domain:Oral – written- B o th TargetStructures:Simple presenttensetobetointroduce oneself

Simplepresent tensewith verbs to introducelikes.Simple presenttensetohaveto indicatethepossession ofobjects orrelationships. Personal pronouns and possessive adjectives (I/ he/she-My/his/her)

Materials:Songrepresentingafamily/ Margaret’s email support/ Jobs flash cards/familytreetemplate/an email template and the K.S.A (knowledge/ skills / attitudes)grid foreachgroup.Cross-curricular Competencies:1. Intellectualcompetency:

- Thelearnercan can understand andinterpretasong.- Hedemonstrateautonomyin learning.

2. Methodologicalcompetency:- Hecan workin groups.- Hecan gatherresourcestomobilisethemefficientlytoproduceapieceofwriting.- Hecan assesstheirclassmates’work.

3. Communicative competency:- Hecan useinformationandcommunication technologysuch asemails andblogsto

communicateappropriately.4. Personalandsocialcompetencies:

-Hesocialisethrough sharingthetasksand collaboratingwithinthemembersof thegroup.

Corevalues:1-Beingresponsible.2-Beinghappyand proudofbelongingtoa family.3-Valuingjobs.4 -Openness totheworld(sharinginformation andrespectingpeopleofothercultures).

Time Framework Procedure Focus Objectives Materials/AidsVAKT*

M .I***

10’

10’

10’

Presentation1

Presentation2

Warmup:The teacherinvites the learners towatchand listen to thesongand answerthequestions.

- What is thesongabout?- How manyfamilymembers are

there?Theteachersplits thelearners intogroups of sixand provides them with two flash cards representingjobs.Eachgroup has to mimethejobs fortheother groups. The winneris thegroupwho finds the jobs.The teacher presents Margaret’s email and explains thenew and difficult words by giving examples.Now, in orderto introduceyour familytreetoMargaret, what doyou need?

Theteachersupplies each groupwith a handout representing Knowledge, skills and attitudes.1-The learners in eachgroup haveto fill in

T/L

L/L

Activatingthe

schemata.

Ina competitive andfunnyway Lswillbeableto recallthelexis relatedto family membersand jobs.

Tohelpthe learnershave autonomyto learnhowto

Song aboutafamily

https://www.you tube.com/watch? v=fhgQupKiM3 c

Or

https://www.you tube.com/watch? v=GiRUF7hvW uM

Jobs flashcards

A.

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learners’

knowledge Skills AttitudesLexis relatedtorelatives:………………………………………………Lexis relatedto jobs:…………………………………………Auxiliary‘tobe’in the presentsimple with I/she/he:……… Presentsimple tense :…… Personalpronouns :…… Possessiveadjectives :….Numbers…………

Greeting………………… Introducingmyrelatives

………………….

Beingpolite……………

Valuingfamily…………… Valuing jobs

……………101

20’

20’

Practice

Useand correction

this table beforetheystart writing.

2-The learners haveto decideon one learner’s familyand start gathering information and materials to introducethis familytoMargaret.The teacherencourages eachgroup to writean email and draw the familytree.

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learn.

Ls willbeableto

.

The handouts

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The learners will havetheopportunitytopresentandassess thegroups’productions. The teacherselects oneproductionto be corrected on theboard (the learners canalso beinvolved in co-assessment).

collaborate,gather informationand producea piece ofwriting(an email)using correctand appropriate language).

Posters to draw family tree.An email

template.


Whatworked

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Whathindered

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L ev e l : Ms 1S e qu e n ce :02 Lesson:08L essonFocu s:LanguageUse

LearningObjective:Bytheend ofthelesson,mylearners willbeableintroducethemselves onan international friendship blog.

Target Competencies:i n tera ct – interpret – p r o du ce . (the competencies are presentedinanintegratedwayandthe teacher will decideon which competencyhe will focus on)Domains:Oral –W r i t t e n -BothTargetStructures:personal pronoun:”I”, possessive adjectives: “My”+to be inthe simple present.

I+to have (simple present) I+to like(simplepresent)

Materials:video song about friendship /Blogtemplate and support / pictureof Algerian flag andmap / ...

Cross-curricular Competencies:1- Intellectualcompetency:

- The learnercaninterpretasongand sortoutmannersofa good friend.

- Hecan showcreativitywhen designinghis/herown blog.2- Methodological competency:

- The learnercanusestrategies forwriting.- Hecan assesshimself.- Hecan mobilisetheacquiredresources.

Core values :1- Assertingone’sidentityandbehavingwith self-

confidence.2- Beingproud ofbelongingto anation.3- Valuinganddevelopingfriendship atthe

internationallevel

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3 - Communicative competency:-Hecan use information and communicationtechnologysuch asblogs tointeractwithlearnersofothercultures.- Hecan processdigitaldata in English.

4 -Personalandsocialcompetencies:-Thelearnercan socialisethroughwrittenexchanges.- Hecan developattitudesof friendship.

Time Framework Procedure Focus Objectives Materials/AidsVAKT* M .I***

10’

10’ P re - w r i t i n g

Warmup:Theteacherwritesontheboardtheword“Friendship”andaskshislearnerswhatthisword means forthem.

Theteacherlistsdown all thewords given bythe learners ontheboard.T:Do you have friends?Are they good orbad? You should havegood friends.T:NowLet’swatchandlistento asongand list down thecharacteristicsofagood friend.T correctswiththehelpof the learners(smiles/shares/kind/helpful...

T :Wherecanyoumake friends?L:atschool/neighbours/othertownsand other countries.

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**

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Toencouragethe learnersto interactorallyandtalkabout friendship.

Tomakethe learnersawareof themain characteristicsofa good friend

Asong:what makes a good friend?

https://www.youtube.com/w atch?v=avHdx18pi_U

.

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20’ Wh ilew r i t i n g

T:Howcan you make friendsfromothercountries?Howdo you communicate?L:emails/Facebook/Skype/blogs... Which languagedo you use?Whatand whydo you write?

T:Today, you aregoingtointroduceyourselfon an internationalschoolfriendship blog.Be agood friend , prepare yourown blogand write aboutyour:

- Name– age– country-school– class.- Languages-religion-- Likes– dislikes- Favourite food.

You canillustrateyou blogwith pictures(Theteachermovesaroundandhelpsthelearners).

Now, it’stime tocheck,reviseandcorrectyour mistakesbeforeeditingyour finaldraft.

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L/T

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Showinglearners theimportanceof theopennesstotheworldtointeractorallyorIn writing.

Helpingthe learnersto organisetheir ideasbeforethey start writing.

Toenhance learnersto show creativity

Toinvolvethe learnersin self assessmentand correction.

ShowingJack’s SmithBlog as a model page 58

Ls.Production

A

A

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V.

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10’

Revising, correcting andeditingthe finaldraft

Assessment grid for thesituationofintegrationwithcriteria

T/L

Theteacherwill usethis gridto assessthe learners’ production. Assessmentgrid

Criteria IndicatorsThe learner:

1.Relevance 1.candesigna blog.2.canintroduce himself3.cantalk abouthispreferences,likes

2.Use ofcorrect linguistic tools/consistency

1.canuse mechanics of writing2.canuse the presentsimple tobe/to

have/tolike3.canuse the appropriate article

3.Coherence 1.canuse logical organisationof ideas.

2.can use meaningfulsentences.3-canuse appropriate linkingwords.

4.Cross-curricular competencies

1.candemonstrate autonomyinusing language tocommunicate

2.canuse ICT(blogs)

5.Values 1.canassert hispersonalidentity2.candemonstrate attitudes of

respect.

6.Excellence 1.his workis well preparedandwell presented

2.His productionshows creativity.


Whatworked

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